Course and Instructor - College of Education · Web viewIndividualized Reading Selections You have completed many courses and clinical practicum hours to get to this point in your

Course and Instructor

Course Number: COUN 526

Course Title: COUNSELING INTERNSHIP I

Course Day/Time: Tuesday 6-8:45pm 8/23, 9/6, 9/20, 10/4, 10/18, 11/1, 11/15, 11/29

Course Location: Education Building, Rm. 523

Semester: Fall 2016

Credits: 3 credits

Instructor: Regina R. Moro, Ph.D., NCCOffice [email protected] Office Hours: Monday 1:00-3:00p; Tuesday 2:00-5:00p and/or by appointment

Course Objectives Accreditation

CACREP Standards Addressed in the CourseH 600 clock hoursH.1 240 hours of direct serviceH.2 One hour per week individual supervision with the on-site supervisor

H.3 Provide 1 ½ hours/week of group supervision

H.4H.5H.6H.7

LK

M

Provide opportunity for counseling-related professional activitiesUse of audio and/or videotapes for supervisionUse of professional resourcesA formal evaluation by program faculty member in consultation with site supervisor will be implementedStudent evaluation of supervisors will be requiredProvide opportunities for counseling diverse clients to reflect the communityProvide proof of professional liability insurance

Addiction CACREP Standards Addressed in this CourseFoundations

B.1 Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling.

COUN 526: Counseling Internship, Fall 2016 1Regina Moro, Ph.D.

mailto:[email protected]

Counseling, Prevention, and InterventionD.1 Uses principles and practices of diagnosis, treatment, and referral of addiction and

other mental and emotional disorders to initiate, maintain, and terminate counseling.

D.2 Individualizes helping strategies and treatment modalities to each client’s stage of dependence, change, or recovery.

D.3 Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.

D.5 Demonstrates the ability to provide counseling and education about addictive disorders to families and others who are affected by clients with addictions.

D.6 Demonstrates the ability to provide referral to self-help and other support groups when appropriate.

D.7 Demonstrates the ability to provide culturally relevant education programs that raise awareness and support addiction and substance abuse prevention and therecovery process.

D.8 Applies current record-keeping standards related to addiction counseling.D.9 Demonstrates the ability to recognize his or her own limitations as an addiction

counselor and to seek supervision or refer clients when appropriate.Diversity and Advocacy

F.1 Maintains information regarding community resources to make appropriate referrals for clients with addictions.

F.3 Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations of addiction clients.Assessment

H.1 Selects appropriate comprehensive assessment interventions to assist in diagnosisand treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

H.2 Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and case management.

H.3 Screens for psychoactive substance toxicity, intoxication, and withdrawal symptoms; aggression or danger to others; potential for self-inflicted harm or suicide; and co-occurring mental and/or addictive disorders.

H.4 Helps clients identify the effects of addiction on life problems and the effects of continued harmful use or abuse.

H.5 Applies assessment of clients’ addictive disorders to the stages of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria in the continuum of care.Diagnosis

L.1 Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with addictive disorders and mental and emotional impairments.

L.2 Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by clients and communicate the differential diagnosis with collaborating professionals.

C. 6 Demonstrates knowledge of models and methods of assessment and use of data.


Student Learning Outcomes (SLOs) for Addiction Standards The student will demonstrate knowledge, skills, and practices necessary for success as a counselor via his or her participation in key assessments in this course. SLOs for this course are as follows:

Student Learning Outcomes CACREP Key AssessmentDemonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling.

B.1 Supervisor Evaluation

Demonstrates models and methods of assessment and use of data.

C. 6. Case Conceptualization

Uses principles and practices of diagnosis, treatment, and referral of addiction and other mental and emotional disorders to initiate, maintain, and terminate counseling.

D.1 Supervisor Evaluation, AC Paper

Individualizes helping strategies and treatment modalities to each client’s stage of dependence, change, or recovery.


Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.


Demonstrates the ability to provide counseling and education about addictive disorders to families and others who are affected by clients with addictions.


Demonstrates the ability to provide referral to self-help and other support groups when appropriate.

D.6 Supervisor Evaluation, ADT Paper

Demonstrates the ability to provide culturally relevant education programs that raise awareness and support addiction and substance abuse prevention and therecovery process.


Applies current record-keeping standards related to addiction counseling.

D.8 Supervisor Evaluation

Demonstrates the ability to recognize his or her own limitations as an addiction counselor and to seek supervision or refer clients when appropriate.


Maintains information regarding community resources to make appropriate referrals for clients with addictions.

F.1 Supervisor Evaluation, Referral List

Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations of addiction clients.

F.3 Supervisor Evaluation, AC Paper

Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

H.1 Supervisor Evaluation, ADT Paper

Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and case management.



Screens for psychoactive substance toxicity, intoxication, and withdrawal symptoms; aggression or danger to others; potential for self-inflicted harm or suicide; and co-occurring mental and/or addictive disorders.


Helps clients identify the effects of addiction on life problems and the effects of continued harmful use or abuse.

H.4 Supervisor Evaluation, AC Paper

Applies assessment of clients’ addictive disorders to the stages of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria in the continuum of care.


Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with addictive disorders and mental and emotional impairments.

L.1 Supervisor Evaluation, ADT Paper

Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by clients and communicate the differential diagnosis with collaborating professionals.

L.2 Supervisor Evaluation, ADT Paper

School CACREP Standards Addressed in this CourseFoundations

B.1 Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling.Counseling, Prevention, and Intervention

D.1 Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

D.2 Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

D.3 Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, I multicultural issues, (f) factors of resiliency on student learning and development.

D.5 Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer to clients when appropriate.Diversity and Advocacy

F.1 Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

F.2 Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

F.3 Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

F.4 Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.Assessment

H.1 Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

H.2 Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.


H.3 Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

H.4 Makes appropriate referrals to school and/or community resources.H.5 Assesses barriers that impede students’ academic, career, and personal/social

development.Academic Development

L.1 Conducts programs designed to enhance student academic development.L.2 Implements strategies and activities to prepare students for a full range of

postsecondary options and opportunities.L.3 Implements differentiated instructional strategies that draw on subject matter and

pedagogical content knowledge and skills to promote student achievement.Collaboration and Consultation

N.1 Works with parents, guardians, and families to act on behalf of their children to address problems that student success in school.

N.2 Locates resources in the community that can be used in the school to improve student achievement and success.

N.3 Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal-social development.

N.4 Uses peer helping strategies in the school counseling program.N.5 Uses referral procedures with helping agents in the community (e.g., mental health

centers, businesses, services groups) to secure assistance for students and their families.Leadership

P.1 Participates in the design, implementation, management and evaluation of a comprehensive developmental school counseling program.

P.2 Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance, and advisor/advisee programs for teachers).

Student Learning Outcomes (SLOs) for School Standards The student will demonstrate knowledge, skills, and practices necessary for success as a counselor via his or her participation in key assessments in this course. SLOs for this course are as follows:

Student Learning Outcomes CACREP Key AssessmentDemonstrates the ability to apply and adhere to ethical and legal standards in school counseling.

B.1 Supervisor Evaluation

Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

D.1 Supervisor Evaluation, ASCA Paper

Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

D.2 Supervisor Evaluation, ASCA Paper

Designs and implements prevention and intervention plans related to the effects of (a)atypical growth and development, (b) health and wellness, (c) language, (d) ability level, I multicultural issues, (f) factors of resiliency on student learning and development.

D.3 Supervisor Evaluation, SI Paper

Demonstrates the ability to recognize his or her D.5 Supervisor


limitations as a school counselor and to seek supervision or refer clients when appropriate.

Evaluation, ASCA Paper

Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

F.1 Supervisor Evaluation, SI Paper

Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.


Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.


Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

F.4 Supervisor Evaluation, ASCA Paper

Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

H.1 Supervisor Evaluation, SI paper

Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

H.2 Supervisor Evaluation, SI Paper

Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

H.3 Supervisor Evaluation

Makes appropriate referrals to school and/or community resources.

H.4 Supervisor Evaluation, ASCA paper

Assesses barriers that impede students’ academic, career, and personal/social development.

H.5 Supervisor Evaluation, SI Paper

Conducts programs designed to enhance student academic development.

L.1 Supervisor Evaluation, ASCA Paper

Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.


Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.


Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

N.1 Supervisor Evaluation, ASCA Paper

Locates resources in the community that can be used in the school to improve student achievement and success.

N.2 Supervisor Evaluation, Referral List

Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.

N.3 Supervisor Evaluation, SI paper

Uses peer helping strategies in the school counseling program.

N.4 Supervisor Evaluation, ASCA paper


Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

N.5 Supervisor evaluation, ASCA paper

Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

P.1 Supervisor evaluation, ASCA paper

Plans and presents school counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

P.2 Supervisor evaluation, ASCA paper

Course Description

The Counseling Internship experience is the final and most comprehensive professional experience in a student’s counseling program. It is an opportunity to synthesize and apply knowledge with supervised training at a site congruent with the student’s career goals, while also counseling clients representative of the ethnic, lifestyle, and demographic diversity in the community. Through the sharing of experiences in both group and individual supervision, students refine previously learned skills in an increasingly autonomous role with clients.

Course Objectives

The six credit, two semester counseling internship course is designed to provide the student with an opportunity to practice and expand his/her counseling skills. For students enrolled in the school counseling emphasis, at least one semester’s site must be a K-12 setting with 600 hours total over two semesters being supervised at a school site. The additional 100 hours (total = 700 hours) can be at any site. Supervised hours must total 350 hours each semester. For students in the addictions counseling emphasis, 350 hours per semester are needed in order to total 700 hours. Site supervisors monitor student activities and provide effective and appropriate feedback with direct supervision. Campus supervisors serve as a link to the counseling program and a monitor of student progress through video and/or audio recording, group supervisory sessions, student logs, and possible direct supervision.

The internship student will be expected to demonstrate a commitment to implementing and/or expanding the following skills: establish and maintain a client caseload; apply appropriate intentional counseling and intervention techniques, including

consultation, demonstrating multicultural awareness, knowledge and increasing skills;

establish and maintain effective working relationships with staff, supervisors, and colleagues;

demonstrate willingness to learn with appropriate follow through to feedback;


exhibit continued awareness of ethical standards of practice within a defined and consistent decision-making paradigm;

develop the specialized knowledge and techniques relevant to the requirements of the host site;

demonstrate ability to explore and use community resources for referrals; consistently exhibit personal traits conducive to effective counseling, learning,

and professional growth; demonstrate enthusiasm for and a commitment to the counseling profession

including professional membership and involvement; and demonstrate willingness to meet professional obligations, including punctuality of

self and requisite documentation.

Clinical Hours

Documented Hours (Signed and Verified Logs Due Friday December 9th, 2016)

Each student must commit a minimum of 350 clock hours each semester to the Internship/Field experience, 4.75 hours/day or 24 hours/week over the semester (20:1 supervision ratio total hours), including:

Activity HoursA minimum of 140 hours of direct service with clients (40% of 350 total intern hours)

140

1 hour of supervision for every 20 direct/indirect hours (18 hours is estimated for 350 hours per semester – if you get more hours, you will need more supervision)

18

A minimum of 1 ½ hours of group supervision per week – accomplished with meetings every other week on campus. Attendance is mandatory.

24

Indirect client hours (e.g., peer/supervisor observation, case study preparation, record keeping, research on behalf of clients, developmental program or curriculum unit preparation and evaluation, non-credit workshops/continuing education, and additional activities approved by site supervisor and/or campus supervisor

168

Total hours 350

Expectations and Academic Requirements


Course Readings

Primary Text

Skovholt, T.M., & Trotter-Mathison, M. (2016). The resilient practitioner: Burnout and compassion fatigue prevention and self-care strategies for the helping professional (3rd ed.). New York, NY: Routledge. ISBN-13: 978-1138830073ISBN-10: 1138830070

Individualized Reading Selections

You have completed many courses and clinical practicum hours to get to this point in your professional development. These experiences were necessary to get you to where you are now, but will not be sufficient in carrying your forward through internship. You will need to identify and read scholarly resources throughout your internship experience that build upon your prior learning and help you develop an expertise in specific clinical populations. These readings will be unique to your site and professional interests.

Course Requirements for All Students:*indicates an assignment is a key assessment tied to Student Learning Outcomes (SLOs) – turn in an electronic and hard copy version of assignment and review rubric in detail before turning in to instructor.

1. Two (2) Demonstration Videos of Skills and Case Presentations

*All video recording must be done using the department video cameras (stored in the grad room) and transported to/from campus/site using the provided lock box*

BEFORE CLASS Sign up for two nights to show a demonstration video (one before mid-term, one

after mid-term). Make sure to also sign up to check out the department video cameras and plan on arranging when you will pick them up!

Get permission to record from client (Student Handbook page 99). You will turn this form in to your campus supervisor the night you show your video.

Watch recorded session and identify a 10 minute (approximate) segment to show during class.

Complete a self-assessment of this 10-minute segment (Student Handbook page 63). You will turn in this self-assessment to your campus supervisor the night you show your video.

Recorded segments should be selected to not reveal your client’s identity (i.e., no names).

Submit the Case Description Paper (Description is below and outline is Appendix B-Addiction, Appendix D-school) on Blackboard prior to the day you are presenting your case.

IN CLASS Turn in permission to record and self-assessment.


Bring your Case Description Paper (Description is below and outline is Appendix B-Addiction, Appendix D-school) to class to use as a guide to introduce your client and the demonstration video.

Play cued recorded session (10 minutes max). Engage in discussion of clinical thinking (e.g., theoretical approach,

conceptualization), skills, difficulties, and strengths (approximately 10 minutes).

Addiction Counseling Case Description Paper & Presentation* (Appendix B)

Select a client with a co-occurring disorder from your internship site. Write-up a case presentation of your course of treatment including 1) the use of diagnosis, treatment and referral to initiate, maintain and terminate counseling, 2) the individualization of helping strategies and treatment modalities at each stage of dependence, change, or recovery for the substance-related disorder and psychiatric disorder, 3) techniques used to help clients identify the effects of addiction on life problems and the effects of continued harmful use or abuse, 4) counseling and education provided to family members, 5) cultural considerations in provision of education to the client and in modification of counseling strategies, and 6) discussion of limitations as an addiction counselor and description of use of supervision. See attached format for paper- Appendix B. You will present this paper to the class when you show the accompanying skills demonstration video (we will sign up for presentation dates on our first class meeting).

Student Intervention Case Paper & Presentation* (Appendix D)

Select a student at your internship site that has been identified as needing assistance. Develop and implement a plan that assesses and assists with these key areas (if intervention not needed in specific area, please state): 1) student growth and development, 2) health and wellness, 3) language, 4) ability level, 5) multicultural considerations, and 6) factors of resiliency. Describe how the student functions in these areas, and if they are areas of concern, how you intervened (direct and indirect services) to assist the student. How did you advocate for this student? If needed, what types of systemic change could you advocate for (i.e. – school policy, program, service changes that assist the student)? Please see attached template- Appendix D) to assist with case write-up. Presentation dates will be assigned on the first night of class.

*Note: Page numbers provided for documents may change as the Student Handbook is updated throughout the semester.

2. Referral List*

Develop a list of community resources that can be used to provide appropriate referrals for your clients (whether addiction or school). If your site already uses a particular referral/resource document, review list to verify that it is up to date and relevant (make


modifications as necessary). Upload to the course Blackboard page. Due: September 20th, 2016 before class.

Additional Course Requirements for Addiction Cognate Students:

3. Assessment, Diagnosis, and Treatment Plan Paper*

Select a client from your internship site presenting with co-occurring disorders. Conduct a diagnostic intake assessment and provide a write-up of the assessment with a diagnosis and treatment plan for the client. This should include 1) information regarding screening and assessment inventories with a statement of cultural bias in the implementation and interpretation of the assessment results, 2) a complete mental status exam, including danger to self or others, 3) screening procedures for substance toxicity, intoxication, and withdrawal, 4) a bio-psycho-social assessment of the client, including psychological, family, spirituality and multicultural issues, 5) an assessment of stages of dependence, change, or recovery, and 6) criteria used to determine level of care. Additionally, provide a DSM diagnosis and treatment plan addressing co-occurring disorders, appropriate individual, group, self-help referrals, and family intervention strategies. See attached format for paper. Paper due November 29th, 2016 before class. (Submit to Blackboard). Additional Course Requirements for School Cognate Students:

4. ASCA Paper*

In this paper, you will demonstrate your knowledge of a school counseling program based on the ASCA model, primarily using your internship site as an example. You will describe the school counseling program at your site and then elaborate on interventions, activities, and services provided in each domain. Be specific – support your general statements (e.g., met with students to address social and emotional needs) with concrete examples (e.g., I met with one student struggling with grief related to the death of her father. Using (insert therapy approach), I met with the student five times over six weeks. At the end of the five sessions, the student was reporting fewer absences from school, improved grades, and fewer symptoms of depression as evidenced by . . . I also referred the student to a peer support group . . . etc.). If you do not have an example of how you assisted with a specific area, describe one program, strategy, or activity that you could implement to enhance development of the area. Additionally, identify the limitations of school counselors as you have observed them at your site, including your own limitations and how you compensate for them (i.e., – supervision, referral, etc.). In order to adequately attend to all areas of this paper, you will likely need to review material learned in previous courses and seek additional ASCA model resources. See attached template and rubric for more details and formatting. Paper due on November 29th, 2016 before class. (Submit to Blackboard).

5. Mindfulness Activity Guide COUN 526: Counseling Internship, Fall 2016 11Regina Moro, Ph.D.

At the beginning of each class period (and in between case presentations) the group will participate in a mindfulness exercise to bring the focus to the current day and the student’s case presentation/video demonstration. For example, a short meditation may be practiced to help students become present in their work in the clinic. The students will be responsible for signing up for a mindfulness presentation day in which they will lead the group exercise. This is meant to be short, no longer than 10-15 minutes. The instructor of the course will have an example on the first day.

For Your Information: Licensure and Certification

Your site supervisor will sign for your supervised hours to go towards requirements for becoming a Licensed Professional Counselor for the State of Idaho. Your campus supervisor will sign for your State Department of Education Pupil Personnel certification. We encourage you to keep all logs at least until final documentation for licensure and certification is completed. BSU retains copies of your summary logs only.Group supervision does not count toward licensure (towards total but not direct supervision).

Evaluation Criteria

Pass/Fail grades for COUN 526 Counseling Internship will be based on the following criteria:

punctual and consistent attendance (must reschedule any missed classes with another internship instructor); completion of assignments;

evidence of professional enthusiasm and demeanor; completion of required number of clock hours; accurate maintenance of advanced practicum/internship/field experience log;

and formal evaluations by site supervisors, campus coordinators, and program

advisors.

A “pass” grade indicates that in addition to completing all the course requirements, including record keeping in a timely and professional manner, the student counselor demonstrates strong to excellent counseling skills, consistently exhibits appropriate standards of professional and personal behavior, demonstrates a willingness to learn and to incorporate feedback into his/her work, is cooperative and resourceful in her/his work environment, and is committed to the counseling profession.

Read the above carefully as it includes timely attendance at group and individual supervision and on site as well as assignments and paperwork; a work ethic that is productive, consistent, team oriented, and sensitive to others, and an aura of professionalism is speech, dress, and manner that indicates motivation to learn and a positive attitude towards counseling. Campus coordinators and site supervisors expect to review student progress regularly and you may expect prompt feedback of any concerns along with avenues by which you address those concerns.


Please refer to the BSU Graduate Catalog and the Master of Arts in Counseling Student Handbook for additional explanation and detail of BSU grievance procedure, program requirements, internship forms, and Program retention policy.

Disability and Academic Integrity Statements

Educational Access Statement:Students with disabilities needing accommodations to fully participate in this class should contact the Educational Access Center (EAC). All accommodations must be approved through the EAC prior to being implemented. To learn more about the accommodation process, visit the EAC’s website at https://eac.boisestate.edu/new-eac-students/.

Academic Integrity Statement:Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed. This includes referencing material which has not been read by you, such as secondary references. To understand the university’s policy regarding academic dishonesty please review the current Graduate Catalog which can be found at the following website: https://graduatecatalog.boisestate.edu/

Diversity Statement:This is a safe, welcoming, and inclusive classroom environment for students of all races, ethnicities, sexual orientations, gender identities/variances, ages, religion, economic classes, and ability statuses. As such, you will be encouraged and challenged to use language and basic counseling techniques that are respectful, inclusive, representative and culturally appropriate.

Suggestions for Getting the Most from the Course

1. Read the contents of this syllabus. Ask necessary questions the first part of class, rather than later.

2. Maintain weekly summary logs of activities and contact hours. Notify your site supervisor of dates for evaluations and provide him or her with the necessary forms in a timely manner.

3. Address site concerns with your site supervisor first. Your site supervisor is your first line of resource. If concerns persist, consult with your campus supervisor. Time is set aside to process site problems or professional issues that are beneficial to air in a group setting; if you believe your concerns do not meet these criteria please schedule a time to meet with your campus supervisor outside of class.

Course Calendar *subject to change at instructor’s discretion*

Date Readings AssignmentDue

VideoDemonstrations

and Case

Mindfulness Activity Presentations


https://graduatecatalog.boisestate.edu/

https://eac.boisestate.edu/new-eac-students/

https://eac.boisestate.edu/new-eac-students/

Presentations8/23

Week 1 Dr. Moro8/30

Week 2 9/6

Week 3Skovholt and Trotter-

Mathison (2016) Chpts 1, 2, 3

1.)2.)3.)

1.)2.)

9/13Week 4

9/20Week 5

Skovholt and Trotter-Mathison (2016)

Chpts 4, 5ReferralList Due

1.)2.)3.)

1.)2.)

9/27Week 6

10/4Week 7


Chpts 6, 7

1.)2.)3.)

1.)2.)

10/11Week 810/18

Week 9Skovholt and Trotter-

Mathison (2016) Chpts 8, 9

Mid-Term Evaluations

1.)2.)3.)

1.)2.)

10/25Week 10

11/1Week 11


Chpts 10, 11

1.)2.)3.)

1.)2.)

11/8Week 12

11/15Week 13


Chpts 12, 13

1.)2.)3.)

1.)2.)

11/22Week 14

Turkey DayHoliday Week

11/29Week 15

Skovholt and Trotter-Mathison (2016) Chpt

14ASCA &

AddictionPapers

1.)2.)3.)4.)

1.)2.)

12/6Week 16

FinalEvaluations

APPENDIX AClinical Assessment and Treatment Plan Paper

Addiction Emphasis

Client Name: ____________________ Date of Assessment: _____________COUN 526: Counseling Internship, Fall 2016 14Regina Moro, Ph.D.

Identifying InformationAge, gender, marital status, sexual identity, race/ethnicity, religious/spiritual affiliation, educational/occupation status, ability status, socio-economic status, and any other relevant identifying information (e.g., refugee, active or retired military, etc.).

Referral InformationReferral source, referral reason.

Methods of AssessmentClinical interview, collateral interview, and mental health and substance use screening/assessment inventories used. Include information regarding cultural bias in the implementation and interpretation of the assessment results. Also include screening procedures for substance toxicity, intoxication, and withdrawal.

Chief Complaint Problem/reason for coming to treatment as stated by the client; often stated as a direct quote.

History of Presenting Problem Recent history of problem, events that led up to treatment, symptoms over past few weeks and currently.

Past Psychiatric History Previous hospitalization, previous treatment, previous medications.

Medical History Any significant current medical problems, any significant medical history, including birth and delivery complications.

Family Psychiatric History Any family history of mental health problems or substance abuse.

Family, Social, and Spiritual History Patient's history such as where born, siblings, relationship with parents, parent's marital status, significant traumas, education and employment history, relationship history, spirituality, and multicultural background. Current social situation such as employment, marital status, children, living situation, substance use (more detail than the “labeling” provided in identifying information). Spirituality and multicultural history. Include client’s strengths. Also note the significance of these factors (e.g., how do these multicultural factors impact the client and the counseling process?).

Mental Status Orientation, appearance, mood, affect, thought process, thought content (including danger to self or others), speech, motor activity, cognitive functioning (memory, concentration, intelligence), insight, judgment, impulse control.


ASAM Level and Dimensions

Severity rating for each domain of functioning (including supporting evidence)

Dimension 1:Dimension 2:Dimension 3:Dimension 4:Dimension 5:Dimension 6:

Level placement recommendation (include supporting evidence)

Clinical Impression and DSM-5 Diagnosis Summary of identifying information, presenting problems, thoughts about diagnosis based on symptoms.

Plan

Aim (long term goal) Objective (short term goal)

Intervention

1.

2.

3.

Therapeutic support services (i.e., adjunct services) recommendations:1.


2.3.

TIPS Be consistent with verb tense – past tense preferred. Include as much detail as is possible and relevant for each section – in the

past, students tended not to provide sufficient detail in the assessment section.


APPENDIX BAddiction Counseling Case Presentation

Client Name: ____________________ Treatment Dates: _____________

Identifying InformationAge, gender, marital status, sexual identity, race/ethnicity, religious/spiritual affiliation, educational/occupation status, ability status, socio-economic status, and any other relevant identifying information (e.g., refugee, active or retired military, etc.).

Summary of Presenting Problem Including DiagnosisProblem that brought client into treatment; include relevant DSM-5 primary diagnoses, as well as any z-codes.

Individualization of Helping StrategiesDescribe how you individualized your treatment plan, including helping strategies and treatment modalities at each stage of dependence, change, or recovery for the substance-related disorder and psychiatric disorder.

Techniques UsedDescribe techniques use to help clients identify the effects of addiction on life problems and the effects of continued harmful use or abuse. Indicate theoretical and evidence-base for techniques used.

Family InterventionsDescribe counseling and education provided to family members. If family interventions are not currently part of treatment, include how you would like to involve family members if you could do so.

Cultural ConsiderationsDiscuss cultural considerations in the provision of education to the client and in modification of counseling strategies. What culture factors does the client bring to the table? How are those factors significant (e.g., how are they impacting the client’s mental health/addiction, how are they impacting you, how are the impacting the therapy process, etc.)?

Course of TreatmentDescribe how you used diagnosis, treatment interventions, and referral to 1) initiate, 2) maintain and 3) terminate counseling.

Counseling Limitations and Use of SupervisionDiscuss your limitations as an addiction counselor in this case and how you used supervision to address these limitations.


APPENDIX CASCA Paper Template

School Emphasis

ASCA Model Program Involvement at Internship Site

*In this section, provide an overview of the school counseling program at your site and your role in the program. You will have an opportunity to elaborate on each domain in the sections below. Design – provide overview of school counseling program at your site. How is ASCA model interwoven into the program? Who designed the program? Did you have any role in this design process? To what degree was there flexibility in the design and opportunities for you to influence curriculum in each domain?Implementation and Management – How is the school counseling program implemented and managed at your site? Who is involved? What role does each person play? A visual chart or graph may be helpful here. Evaluation – How are services tracked, monitored, and evaluated? If evaluation is not occurring at your site or is not adequately taking place, how would you recommend it being implemented and/or improved on?Adjustments Needed – what are aspects of the school counseling program that you would change (e.g., take out, put in, make better, etc.) and why?

*For the domain areas below, refer to resources describing appropriate activities/services for each domain to make sure you are on track with what you include and/or recommend for inclusion.

Academic DomainDirect Services

School Counseling Core Curriculum (brief summary of school counseling program curriculum in this domain)

Individual Student Planning (remember to include specifics regarding what you do in this area, as well as what you would like to do if you could – this suggestion applies to all areas in the domains)

Responsive Services Indirect Services

ReferralsConsultationCollaboration

Career DomainDirect Services

School Counseling Core CurriculumIndividual Student PlanningResponsive Services

Indirect ServicesReferrals


ConsultationCollaboration

Personal/Social DomainDirect Services

School Counseling Core CurriculumIndividual Student PlanningResponsive Services

Indirect ServicesReferralsConsultationCollaboration

Limitations as School Counselor and How AccommodatePersonal limitations – how do you seek to address limitations?General limitations of the school counselor as you have observed in your school --and how could these limitations be addressed?

*Use past tense when writing about interventions you provided – use future tense when writing about a program or intervention you would like to implement. *Remember to address multicultural concerns and awareness as is relevant.*Remember to include attention to how you (or school personnel) engage parents and teachers in the school counseling program (or if not being done, how you would recommend doing so?). *Attend to peer-helping strategies (or peer helping strategies that you would implement given the opportunity).


APPENDIX DStudent Intervention Case Presentation

School Emphasis

Student Initials: _______________ Grade: _____________Age: ____________ Sex: ______Referral source: _________________

Presenting Problem:Who referred the student to you? Why? What have you observed since beginning counseling with the student?

Assessment:(include attention to formal (e.g., measures of academic success – grades, testing scores --, attendance, and other tests to measure ability, language, mental health, and so forth) and informal (your observations, teacher comments, family reports, etc.) assessments when evaluating the information below).

Growth and Development- strengths and barriers to development

Health and Wellness – include attention to physical and mental health considerations.

Language --

Ability Level --

Multicultural Considerations – include attention to how these considerations factor in to the student’s development, health, and academic success as well as the counseling process. As an example, “Tom is a refugee. This status exposes him to stigma in the community that could negatively impact with sense of self. This factor also . . . . Tom’s family lives below the poverty line. His poverty increase stress in the household and limits his availability to needed resources. And so forth . . . ”

What programs/policies/services are offered at the school that help enhance school climate and provide support for multicultural populations?

Resiliency Factors – what strengths and support serve as protective factors for your student?

Other

Interventions

Direct – What responsive services have you engaged in with the student (e.g., individual counseling, group counseling, guidance, testing, etc.). What theory guides your work with the student? What specific techniques have you used?


Indirect – How have you engaged in consultation with teachers, staff, and community-based organizations in your work with this student? How have you engaged in advocacy at a school and/or community level in ways that directly or indirectly support the student?


Documents

Course and Instructor - College of Education · Web viewIndividualized Reading Selections You have completed many courses and clinical practicum hours to get to this point in your